Content Analysis of Teachers’ Experiences in Implementing Environmental Education in Primary Schools
Keywords:
Environmental education, primary school teachers, content analysis, educational barriers, teaching strategies, TehranAbstract
This study aimed to conduct a content analysis of primary school teachers’ experiences in implementing environmental education in Tehran schools. A qualitative study with a conventional content analysis approach was conducted. Data were collected through semi-structured interviews with 26 primary school teachers in Tehran. Purposeful sampling continued until theoretical saturation was reached. Data analysis was performed using NVivo software. Three main categories emerged: barriers to implementing environmental education (including lack of educational resources, organizational support, time constraints, student resistance, and limited teacher expertise), strategies employed by teachers (practical activities, interactive methods, curriculum integration, family and community involvement, use of educational technology, and student motivation), and perceived outcomes (enhanced environmental awareness, behavioral changes in students, positive impact on school climate, increased learning interest, and internalization of ethical values). Despite structural and content-related barriers, teachers have effectively implemented environmental education in primary classrooms by employing creative and integrative methods. The study highlights the necessity of institutional support, specialized teacher training, and provision of localized educational resources.
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